Determine the appropriate leadership and change management approach for a particular organisational context

ASSESSMENT DETAILS

Individual Portfolio (3000 words)

1. 1-  Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
2. 2-  Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
3. 3-  Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
4. 4-  Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.

Additional information on the assessment:

You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.

This assessment will be graded using the following criteria:

(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)

1. (ii)  Critical application of leadership and management of change models/theories to analyze the context in question (30%)
2. (iii)  Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
3. (iv)  Presentation, structure, grammar and referencing (10%)

The following Learning Outcomes are demonstrated via this assessment Knowledge

1. Discuss the nature and roots of competitive advantage

2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy

3. Critically evaluate different models/theories and perspectives on leadership and the management of change

4. Discuss the dilemmas inherent in strategy development and change management Thinking skills

5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills

6. Determine the appropriate leadership and change management approach for a particular organisational context

7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)

8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences

Assessment Criteria

GENERIC Command of the Subject DESCRIPTORS

Subject Specific Skills Scholarly and
& Practices Professional Skills &

Attributes

   

90-100%

Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material displaying exceptional flair in tackling issues identified

Exceptional application of theoretical and technical knowledge to achieve learning outcomes Exceptional professional presentation using an appropriate range of resources and reflecting professional norms

-Work that influences how academics and students think about their discipline through: being original within the discipline; achieving the highest level of compelling, coherent and concise argument attainable within the level of

study; using a full range of high quality sources to inform but not dominate the argument

80-89%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant and informed by advanced scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with excellent conceptualization which is original, innovative and/or insightful

Excellent and original application of theoretical and technical knowledge to achieve the learning outcomes Excellent professional presentation using an appropriate range of resources and reflecting professional norms

Work that has real potential to influence how academics and students may think about the discipline through: being original on the basis of its excellence in the context of the level of study; a compelling, coherent and concise argument; drawing on a full range of high quality sources

70-79%

Informed by a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant with awareness of advanced scholarship

Very good integration of a full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with very good conceptualization, which is often original, innovative and/or insightful

Constantly applies theoretical and technical knowledge to achieve learning outcomes with some originality

Very good professional presentation using an appropriate range of resources and reflecting professional norms

Work that has some potential to influence how academics and students may think about the discipline through: some originality on the basis of its excellence in the context of the level of study; arguments which are coherent, concise, and frequently compelling; drawing on a wide range of high quality sources

60-69%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive and accurate Good integration of a range of appropriate principles, theories, evidence and techniques

Some good insight into the material

Clear evidence of the application of theoretical and technical knowledge to achieve learning outcomes with few obvious flaws Professional presentation using a good range of resources and reflecting professional norms

Work that critically engages with current thinking in the discipline through: clear differentiation between the quality and appropriateness of the sources used; arguments which are coherent and concise and offer robust conclusions; the development of a good analytical model

50-59%

Demonstrates an adequate breadth and depth of substantive knowledge but with only a few errors or omissions

Demonstrates an adequate understanding of a range of appropriate principles, theories, evidence and techniques

Shows some ability to critically engage with the material

Adequate application of theoretical and technical knowledge to achieve learning outcomes although with some obvious flaws

Presentation which adequately reflects relevant professional norms

Work that accurately reports on current thinking in the discipline through: the repetition of, rather critical engagement with, limited sources; adequate differentiation between the quality and appropriateness of sources used; drawing adequate conclusions which do not always fully reflect the complexity of the subject matter; an adequate if unsophisticated analytical model

40-49%

Incomplete breadth and depth of substantive knowledge with some errors or omissions

Demonstrates limited ability to put theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques
Limited and underdeveloped critical engagement with the material

Work that offers a limited understanding of thinking in the discipline through: limited attention – Demonstrates limited technical ability but lacking theoretical and reflective insights Presentation which reflects professional practice in a limited manner

30-39%

Little relevant knowledge which is minimal in its breadth and depth with major errors or omissions Minimal awareness of the appropriate principles, theories, evidence and techniques

Fails to demonstrate sufficient critical engagement with the material

Demonstrates a minimal ability to meet learning outcomes in the grasp of both theory and technical knowledge Presentation which displays little more than cursory attention to professional norms

Work that often misrepresents or misunderstands thinking in the discipline through: minimal attention paid to the quality, range and appropriateness of sources used; poorly informed opinion led work with a minimal evidence base; no real underlying

structure of argument; work that is frequently confused and incoherent

20-29%

Does not demonstrate even a basic understanding of the subject matter
Insufficient awareness of appropriate principles, theories, evidence and techniques

Little evidence of critical engagement with the material

Lacks any real application of skills to meet learning outcomes
Fails to demonstrate any substantive meeting of learning outcomes
No real attention to the disciplinary norms of presentation

Work that fundamentally misrepresents or misunderstands thinking in the discipline through: a lack of attention to the quality, range and appropriateness of sources used; poorly informed opinion-led work rather than evidence based argument; no real underlying structure of argument

10-19%

Demonstrates confusion over the subject matter
Little awareness of appropriate principles, theories, evidence and techniques

No evidence of critical engagement with the material

Fails to demonstrate the use of skills to meet learning outcomes

Fails to demonstrate any substantive meeting of learning outcomes

No real attention to the disciplinary norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: inadequacy of sources used; unsubstantial assertion with no evidence base; failure to structure the argument being presented

0-9%

Demonstrates mainly ignorance of the subject matter by presenting information of minimal relevance

Little or no awareness of appropriate principles, theories, evidence and techniques

Learning outcomes are not met
No real attention to any norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: absence or misuse of sources; work that is confused and incoherent

General Advice Submitting your work

We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% deducted. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark. Further information is available in the Assessment & Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies- RegulationsCorporate-documents/Student-Policies

Guidance on referencing

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Presentation

Your work should be word processed in accordance with the following: • Font size 12 Arial or Times New Roman
• 1.15 line spacing.
• Pages should be numbered

• Your name or student number should not appear anywhere onthe script.